Hong Kong kindergarten teachers, like their counterparts in many other parts of the world, face the challenges of implementing educational reforms and adopting new teaching approaches. This is especially challenging in the absence of detailed, concrete and explicit guidance on implementing new teaching approaches in daily classroom activities. The present study employed a qualitative collective case study methodology to investigate four kindergarten teachers’ perspectives and pedagogical practices in relation to the adoption and implementation of project and thematic approaches in four Hong Kong kindergarten classrooms. Three data collection methods were used, including semi-structured interviews, non-participant observations using an observation guide, and field notes. A range of strategies, including data triangulation, enhanced the credibility and dependability of the study. Key themes from the findings were identified through thematic analysis. The findings reveal that teachers were primarily focused on pedagogical practices associated with establishing and maintaining classroom discipline and rules, and ensuring children’s learning of academic skills. In the area of curriculum and pedagogical practices, the data indicated that teachers put extensive amounts of time and effort into enhancing children’s academic skills. Findings also showed that few children had free-play time. In most cases, children needed to finish their homework before they engaged in play. Such practice may affect other aspects of children’s development such as creative and critical thinking, and problem solving. With regard to discipline and rules, all teachers were concerned about children’s self-help skills and expected children to follow the classroom rules strictly. The teachers in this study frequently used demonstration and direct instructions to children to maintain classroom discipline and rules. The study found that there is resistance in Confucian-heritage cultures to children
